I can write a hypothesis that answers a scientific question.
I can design and carry out an experiment using the steps of the scientific method.
I can organize data gathered during an experiment into data tables and graphs.
I can identify sources of error during experiments.
I can analyze experimental data and draw conclusions from that data.
I can identify the parts of an experiment accurately in my own lab write-up: constants, variable, experimental group, control group, independent variable, dependent variable
Cell Transport Objectives
1.
Cell Size: Why are cells so small? A. I can explain why cells are microscopic. 1a.The smaller the cell is the more effiecient it is with taking nutrients in and taking waste out.
Vocabulary: surface area, volume, surface area-to-volume ratio
2.
Membrane Structure: How are macromolecules arranged to form a membrane? A. I can identify the parts of the plasma membrane from diagrams. B. I can list the function of each part of the plasma membrane. C. I can show how all of the parts of the plasma membrane work together to make it selectively permeable. 2a. 2c. http://diigo.com/0hfj8 2b. http://diigo.com/0hfip
3.
Passive Transport: How do cells transport substances across a membrane without using energy? A. I can explain what passive transport is and why cells do it. B. I can list and describe examples of passive transport. C. I can predict what will happen to plant and animal cells when placed in the following solutions: hypotonic, hypertonic, and isotonic. D. I can write differences between the three examples of passive transport. 3a. 3b. 3c. 3d.
4.
Active Transport: How do cells transport substances across a membrane using energy? A. I can explain what active transport is and why cells do it. B. I can list examples of active transport. C. I can write differences between the three examples of active transport.
4a. http://diigo.com/0hgbv
4b.
4c.
Vocabulary: active transport; sodium-potassium pump, coupled transport, endocytosis, exocytosis
5.
Summary A. I can list similarities and differences between active and passive transport.
Illinois Assessment Framework: 12.11.05
Photosynthesis & Cell Respiration Unit Objectives 1. Cell Metabolism A. I can connect anabolism, catabolism, and enzymes to the concept of cell metabolism. B. I can list the parts of an ATP molecule and draw them properly connected. C. I can demonstrate how an ATP molecule is made and broken down for energy. D. I can create an organizer that shows how anabolism, catabolism, cell metabolism, ATP, photosynthesis, and cell respiration are all connected.
Illinois Assessment Framework: 12.11.09, 12.11.10 2. Anabolism—Photosynthesis A. I can state the overall goal of photosynthesis, the organelle in which it occurs, and its two main stages. B. I can list the beginning and ending molecules for each of the two stages of photosynthesis. C. I can create an analogy for what occurs in each stage of photosynthesis.
Illinois Assessment Framework: 12.11.07 3. Catabolism—Cell Respiration A. I can state the overall goal of cell respiration, the organelle in which it occurs, and its three main stages. B. I can list the beginning and ending molecules for each of the three stages of cell respiration. C. I can create an analogy for what occurs in each stage of cell respiration.
Illinois Assessment Framework: 12.11.08 4. Summary A. I can list similarities and differences between cell respiration and photosynthesis. B. I can design an experiment that answers a scientific question about cell respiration and photosynthesis. Cell Reproduction Unit Objectives
1.
Why Do Cells Divide? A. I can explain why surface area-to-volume ratios are important to a dividing cell.
2.
The Cell Cycle A. I can identify the phases of the cell cycle from diagrams. B. I can tell what happens in each phase of the cell cycle. C. I can show why one phase of the cell cycle follows another.
3.
Chromosomes A. I can identify the parts of a chromosome. B. I can explain the function of chromosomes. C. I can tell the difference between autosomes and sex chromosomes.
4.
Mitosis A. I can identify the stages of mitosis from diagrams. B. I can put the stages of mitosis in the proper order. C. I can show why one phase of mitosis follows another. D. I can state what types of cells undergo mitosis, and why those cells undergo mitosis. E. I can list differences between how animal and plant cells divide.
5.
Meiosis A. I can identify the stages of meiosis from diagrams. B. I can put the stages of meiosis in order. C. I can show why one phase of meiosis follows another. D. I can explain how meiosis I and meiosis II are the same, yet different. E. I can explain when and how the number of chromosomes is reduced in meiosis. F. I can state what types of cells undergo meiosis, and why those cells undergo meiosis. G. I can explain how meiosis produces genetic variation in offspring and why genetic varation is necessary.
6. Summary__
A. I can list similarities and differences between mitosis and meiosis.
Evolutionary Synthesis Unit Objectives
Genetics:
1a. I can make basic connections between the concepts surrounding the following words: genotype, phenotype, dominant allele, recessive allele, homozygous, heterozygous, Punnet square, gene, allele, pedigree. 1b. I can create a pedigree and, using that pedigree and Punnett squares, determine the probability of different genotypes and phenotypes of organisms in the pedigree.
DNA & Protein Synthesis:
2a. I can make basic connections between the concepts surrounding the following words: genes, alleles, chromosomes, DNA, RNA, proteins, traits, transcription, translation, nucleotides 2b. I can connect the pathway of DNAà RNA à protein à trait to the patterns of inheritance seen in a student-generated pedigree by demonstrating how organisms in the pedigree obtained their unique genotypes.
Evolution:
3a. I can make basic connections between the concepts surrounding the following words: evolution, natural selection, variation, population, genotype, phenotype, speciation, isolation. 3b. I can predict how natural selection will act on a theoretical human population to cause it to evolve. //
constants, variable, experimental group, control group, independent variable, dependent variable
1.
Cell Size: Why are cells so small?
A. I can explain why cells are microscopic.
1a.The smaller the cell is the more effiecient it is with taking nutrients in and taking waste out.
Vocabulary: surface area, volume, surface area-to-volume ratio
2.
Membrane Structure: How are macromolecules arranged to form a membrane?
A. I can identify the parts of the plasma membrane from diagrams.
B. I can list the function of each part of the plasma membrane.
C. I can show how all of the parts of the plasma membrane work together to make it
selectively permeable.
2a. 2c.
http://diigo.com/0hfj8
2b.
http://diigo.com/0hfip
Vocabulary: phospholipid, cholesterol, carbohydrates, transport proteins, phospholipid bilayer, cell-surface marker, receptor protein, hydrophilic, hydrophobic, polar, nonpolar, enzyme, selectively permeable
3.
Passive Transport: How do cells transport substances across a membrane without using energy?
A. I can explain what passive transport is and why cells do it.
B. I can list and describe examples of passive transport.
C. I can predict what will happen to plant and animal cells when placed in the following
solutions: hypotonic, hypertonic, and isotonic.
D. I can write differences between the three examples of passive transport.
3a.
3b.
3c.
3d.
Vocabulary: passive transport, concentration gradient, dynamic equilibrium, diffusion, osmosis, facilitated diffusion, hypertonic solution, hypotonic solution, isotonic solution, ion channels, carrier proteins
4.
Active Transport: How do cells transport substances across a membrane using energy?
A. I can explain what active transport is and why cells do it.
B. I can list examples of active transport.
C. I can write differences between the three examples of active transport.
4a.
http://diigo.com/0hgbv
4b.
4c.
Vocabulary: active transport; sodium-potassium pump, coupled transport, endocytosis, exocytosis
5.
Summary
A. I can list similarities and differences between active and passive transport.
Illinois Assessment Framework: 12.11.05
Photosynthesis & Cell Respiration Unit Objectives
1. Cell Metabolism
A. I can connect anabolism, catabolism, and enzymes to the concept of cell
metabolism.
B. I can list the parts of an ATP molecule and draw them properly connected.
C. I can demonstrate how an ATP molecule is made and broken down for energy.
D. I can create an organizer that shows how anabolism, catabolism, cell metabolism,
ATP, photosynthesis, and cell respiration are all connected.
Vocabulary: anabolism, catabolism, metabolism, ADP, ATP, Pi, photosynthesis, cell respiration
Illinois Assessment Framework: 12.11.09, 12.11.10
2. Anabolism—Photosynthesis
A. I can state the overall goal of photosynthesis, the organelle in which it occurs, and
its two main stages.
B. I can list the beginning and ending molecules for each of the two stages of
photosynthesis.
C. I can create an analogy for what occurs in each stage of photosynthesis.
Illinois Assessment Framework: 12.11.07
3. Catabolism—Cell Respiration
A. I can state the overall goal of cell respiration, the organelle in which it occurs, and
its three main stages.
B. I can list the beginning and ending molecules for each of the three stages of cell
respiration.
C. I can create an analogy for what occurs in each stage of cell respiration.
Illinois Assessment Framework: 12.11.08
4. Summary
A. I can list similarities and differences between cell respiration and photosynthesis.
B. I can design an experiment that answers a scientific question about cell respiration
and photosynthesis.
Cell Reproduction Unit Objectives
1.
Why Do Cells Divide?
A. I can explain why surface area-to-volume ratios are important to a dividing cell.
2.
The Cell Cycle
A. I can identify the phases of the cell cycle from diagrams.
B. I can tell what happens in each phase of the cell cycle.
C. I can show why one phase of the cell cycle follows another.
Vocabulary: chromatin, cell cycle, G1, S, G2, cytokinesis, mitosis, meiosis
3.
Chromosomes
A. I can identify the parts of a chromosome.
B. I can explain the function of chromosomes.
C. I can tell the difference between autosomes and sex chromosomes.
Vocabulary: chromosome, sister chromatid, centromere, autosome, sex chromosome
Illinois Assessment Frameworks: 12.11.13, , 12.11.17, 12.11.18
4.
Mitosis
A. I can identify the stages of mitosis from diagrams.
B. I can put the stages of mitosis in the proper order.
C. I can show why one phase of mitosis follows another.
D. I can state what types of cells undergo mitosis, and why those cells undergo mitosis.
E. I can list differences between how animal and plant cells divide.
Vocabulary: centrioles, spindle, cell plate, diploid, asexual reproduction, somatic cell, cell equator
Illinois Assessment Framework: 12.11.13
5.
Meiosis
A. I can identify the stages of meiosis from diagrams.
B. I can put the stages of meiosis in order.
C. I can show why one phase of meiosis follows another.
D. I can explain how meiosis I and meiosis II are the same, yet different.
E. I can explain when and how the number of chromosomes is reduced in meiosis.
F. I can state what types of cells undergo meiosis, and why those cells undergo meiosis.
G. I can explain how meiosis produces genetic variation in offspring and why genetic
varation is necessary.
Vocabulary: homologous chromosomes, crossing over, haploid, sexual reproduction, gamete, zygote, tetrad, chiasmata, germ cell
Illinois Assessment Framework: 12.11.13, 12.11.15
6. Summary__
A. I can list similarities and differences between mitosis and meiosis.
Evolutionary Synthesis Unit Objectives
Genetics:
1a. I can make basic connections between the concepts surrounding the following words: genotype, phenotype, dominant allele, recessive allele, homozygous, heterozygous, Punnet square, gene, allele, pedigree.
1b. I can create a pedigree and, using that pedigree and Punnett squares, determine the probability of different genotypes and phenotypes of organisms in the pedigree.
DNA & Protein Synthesis:
2a. I can make basic connections between the concepts surrounding the following words: genes, alleles, chromosomes, DNA, RNA, proteins, traits, transcription, translation, nucleotides
2b. I can connect the pathway of DNAà RNA à protein à trait to the patterns of inheritance seen in a student-generated pedigree by demonstrating how organisms in the pedigree obtained their unique genotypes.
Evolution:
3a. I can make basic connections between the concepts surrounding the following words: evolution, natural selection, variation, population, genotype, phenotype, speciation, isolation.
3b. I can predict how natural selection will act on a theoretical human population to cause it to evolve. //